The middle of Donald Trump’s presidency might be a strange time to make a pitch for establishing a new cabinet position. Or it might be the perfect time. Either way, I have little to lose by suggesting the new job is needed and insisting I’m the best person to fill it. A more rational and reputation-conscious president might not give my ideas serious consideration. The Trump Administration is likely the best hope I have for acquiring short-term autocratic power.

I’m not interested in any of the existing cabinet positions. Those jobs are pretty much filled anyway, although some are “acting” cabinet members — and it’s understood the door is figuratively revolving at the White House and heavily treated with WD-40.

The various secretaries, directors, ambassadors and administrators who serve at the pleasure of the president are already busy at work to make America as great as it was at some undefined point in the past, and they aren’t really clamouring for my help, but I do have a few simple ideas that could improve America and the whole planet Earth for that matter, and I feel like it would really only take me until noon on my first day at work to sort those things out. That would leave plenty of time for cleaning out my already empty desk after hearing on the news about the tweet announcing the termination of my employment.

Carl Rogers was a significant psychologist and teacher. He was 85 when he died in 1987. The humanistic approach he’s known for gets applied across a variety of fields including therapy and politics. In education the approach is the basis of a process often called “learner-centered” teaching. Rogers describes its basics in five hypotheses that start with, “A person cannot teach another person directly; a person can only facilitate another’s learning.” He wrote a bunch of books including Freedom to Learn: A View of What Education Might Become, which spends 300 or so pages discussing learner-centered teaching. I have two hardcover copies of the 1969 edition. I revere what they say to a probably unwise degree. I also cherish them as objects, partially because they smell exactly as books of their vintage ought to smell. They also contain a version of the short essay “Personal Thoughts on Teaching and Learning,” which has been published in various forms in a lot of venues since the 1950s.

Monsters are, as you doubtlessly already acutely understand, terribly frightening and dangerous. Many films have been made, detailing the paralyzingly ghastly and gory imperatives on which monsters operate, resulting in rooms fairly brimming with ichor and carnage: Soggy glumps of eyeballs, hanging from sticky ropes of optic nerves like morbid tether balls; piles and piles of viscera, settling and emitting gas like teams of farting snakes; ripped and abandoned limbs, arms and legs stacked like macabre log cabins of ruined flesh and protruding bone, still twitching and dripping the last of their darkening blood. Every shadowy corner, every looming closet, every rickety and ramshackle basement staircase adumbrates the uncanny atrocities monsters are hoping to wreak. They are eager to wreak. It’s their whole mission, in fact. (There’s a perfectly empirical reason for the word “monstrosities,” and it’s precisely what you’re thinking.)

One might reflect on this reality with floppy despondency, and in fairness, one would not be mistaken to do so. Flop and despond, if you need to get it out of your system. But as you’re able, kindly recover your wits, and devote your attention to the following introductory tutorial on the rules by which all monsters must abide, lest they be subjected to the same harrowing and disastrous fates to which they are so devoted to imposing on the human population.